İlköğretim öğrencilerine yönelik sosyal duyarlılık ölçeğinin geliştirilmesi
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Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Pegem
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Bir sosyal eğitim yöntemi olarak ve bir değer olarak duyarlılık, çağdaş dünyada önemi gittikçe artan bir olgudur. Sosyal bilgiler eğitiminin amaçlarından birisi de bireylerin hayatın içinden olaylara ve durumlara duyarlı olmasıdır. Bu çalışmada, ilköğretim öğrencilerinin sosyal problemlere ilişkin duyarlılıklarını belirlemede kullanılabilecek bir ölçek geliştirmek amaçlanmıştır. Araştırmaya Aksaray il merkezinde 7 ilköğretim okuluna devam eden 1035 altıncı, yedinci ve sekizinci sınıf öğrencisi katılmıştır. Ölçeğin geliştirilme sürecinde öncelikle literatür taraması yapılmış ve sosyal problemlerle ilgili olduğu düşünülen 60 maddelik bir madde havuzu oluşturulmuştur. Uzman görüşleri doğrultusunda 47 maddeye indirilen ölçme aracı, 242 öğrenci üzerinde ön uygulama yapılmıştır. Elde edilen bulgular doğrultusunda ölçekteki madde sayısının 24 olmasına karar verilmiştir. Ölçme aracı, 7 ilköğretim okulunda öğrenim gören 6, 7 ve 8. sınıf öğrencilerinden basit seçkisiz örneklem yöntemi ile seçilmiş 1035 öğrenciye uygulanmıştır. Hesaplanan KMO değeri (0.966) ve Barlett testi sonuçları (X2=11390; p<0.01) örneklem büyüklüğünün faktör analizi yapmak için “yeterli” olduğu göstermiştir. “SDÖ” ölçeği için yapılan faktör analizi sonucunda, 24 maddeden oluşan tek faktörlü bir yapının ortaya çıktığı görülmüştür. “SDÖ” ölçeğinin güvenirlik analizi için, Cronbach alpha katsayısı hesaplanmış ve test yarılama işlemi yapılmıştır. Elde edilen bulgular ölçeğin ilköğretim öğrencilerinin sosyal problemlere olan duyarlılık düzeylerini belirlemede kullanılabileceğini göstermektedir.
Sensitivity as a method of education and as a social value is an increasingly important phenomenon in the contemporary world. One of the objectives of education in the social studies of life events and situations are susceptible individuals. In this study, it was aimed to develop a scale for determning of elementary school students' social sensitivity level to social problems. The study was conducted with 1035 elementary school students who were attending to sixth, seventh and eighth grade in Aksaray city. During the process of developing the scale, literature review has been fulfilled and an item pool which consists of 60 matters has been created. These matters were thought to be related with social problems. The matters were reduced to 47 in accordance with the experts’ opinions and preEpractice was carried out on 242 students. It was decided that the matters in the scale must be 24 as a result of the findings. The scale was practised on 1035 students who were chosen by simple random sampling method and who attend sixth, seventh and eighth grade. KMO rate (0,966) and the results of Bartlett Test (X2=11390; p<0.01) showed that sample size was enough to carry out factor analysis. As a result of the factor analysis for “SSS” scale, one structure consist of 24 items has been revealed. Cronbach alpha coefficient and split test method were carried out to determine the “SSS” scale’s reliability. The findings showed that the scale could be used to determine the sensitivity of the students at elementary schools to social problems.
Sensitivity as a method of education and as a social value is an increasingly important phenomenon in the contemporary world. One of the objectives of education in the social studies of life events and situations are susceptible individuals. In this study, it was aimed to develop a scale for determning of elementary school students' social sensitivity level to social problems. The study was conducted with 1035 elementary school students who were attending to sixth, seventh and eighth grade in Aksaray city. During the process of developing the scale, literature review has been fulfilled and an item pool which consists of 60 matters has been created. These matters were thought to be related with social problems. The matters were reduced to 47 in accordance with the experts’ opinions and preEpractice was carried out on 242 students. It was decided that the matters in the scale must be 24 as a result of the findings. The scale was practised on 1035 students who were chosen by simple random sampling method and who attend sixth, seventh and eighth grade. KMO rate (0,966) and the results of Bartlett Test (X2=11390; p<0.01) showed that sample size was enough to carry out factor analysis. As a result of the factor analysis for “SSS” scale, one structure consist of 24 items has been revealed. Cronbach alpha coefficient and split test method were carried out to determine the “SSS” scale’s reliability. The findings showed that the scale could be used to determine the sensitivity of the students at elementary schools to social problems.
Açıklama
Anahtar Kelimeler
Sosyal Bilgiler, Sosyal Problem, Sosyal Duyarlılık, İlköğretim, Social Studies, Social Problem, Social Sensitivity, Elementary School
Kaynak
Pegem Eğitim ve Öğretim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
3
Sayı
1
